Understanding self-regulated learning in open-ended online assignment tasks

Sue Bennett, Lori Lockyer, Gregor Kennedy, Barney Dalgarno

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

Abstract

Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.
Original languageEnglish
Title of host publicationDeveloping evaluative judgement in higher education
Subtitle of host publicationAssessment for knowing and producing quality work
EditorsDavid Boud, Rola Ajjawi, Phillip Dawson, Joanna Tai
Place of PublicationLondon
PublisherRoutledge
Chapter9
Pages90-98
Number of pages9
Edition1st
ISBN (Electronic)9781315109251
ISBN (Print)9781138089358, 9781138089341
DOIs
Publication statusPublished - 2018

Fingerprint

learning
student
education

Cite this

Bennett, S., Lockyer, L., Kennedy, G., & Dalgarno, B. (2018). Understanding self-regulated learning in open-ended online assignment tasks. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work (1st ed., pp. 90-98). London: Routledge. https://doi.org/10.4324/9781315109251
Bennett, Sue ; Lockyer, Lori ; Kennedy, Gregor ; Dalgarno, Barney. / Understanding self-regulated learning in open-ended online assignment tasks. Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. editor / David Boud ; Rola Ajjawi ; Phillip Dawson ; Joanna Tai. 1st. ed. London : Routledge, 2018. pp. 90-98
@inbook{710c5b5dc7cf4724bcf66a6a1cb433f2,
title = "Understanding self-regulated learning in open-ended online assignment tasks",
abstract = "Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.",
author = "Sue Bennett and Lori Lockyer and Gregor Kennedy and Barney Dalgarno",
year = "2018",
doi = "10.4324/9781315109251",
language = "English",
isbn = "9781138089358",
pages = "90--98",
editor = "David Boud and Rola Ajjawi and Phillip Dawson and Joanna Tai",
booktitle = "Developing evaluative judgement in higher education",
publisher = "Routledge",
address = "United Kingdom",
edition = "1st",

}

Bennett, S, Lockyer, L, Kennedy, G & Dalgarno, B 2018, Understanding self-regulated learning in open-ended online assignment tasks. in D Boud, R Ajjawi, P Dawson & J Tai (eds), Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. 1st edn, Routledge, London, pp. 90-98. https://doi.org/10.4324/9781315109251

Understanding self-regulated learning in open-ended online assignment tasks. / Bennett, Sue; Lockyer, Lori; Kennedy, Gregor; Dalgarno, Barney.

Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. ed. / David Boud; Rola Ajjawi; Phillip Dawson; Joanna Tai. 1st. ed. London : Routledge, 2018. p. 90-98.

Research output: Book chapter/Published conference paperChapter (peer-reviewed)

TY - CHAP

T1 - Understanding self-regulated learning in open-ended online assignment tasks

AU - Bennett, Sue

AU - Lockyer, Lori

AU - Kennedy, Gregor

AU - Dalgarno, Barney

PY - 2018

Y1 - 2018

N2 - Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.

AB - Open-ended, student-centred tasks are increasingly a feature of higher education, particularly in flexible online courses. These tasks require students to interpret open-ended requirements and independently regulate their own learning, either partly or solely online. There is much we are yet to understand about how to design and support these tasks effectively to achieve the best outcomes for students. In this chapter we consider the role of self-regulated learning in open-ended online assignment tasks, conceptualised using self-regulated learning and considering the role of evaluative judgement, and illustrated using a brief case study.

UR - http://www.scopus.com/inward/record.url?scp=85048804822&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85048804822&partnerID=8YFLogxK

U2 - 10.4324/9781315109251

DO - 10.4324/9781315109251

M3 - Chapter (peer-reviewed)

SN - 9781138089358

SN - 9781138089341

SP - 90

EP - 98

BT - Developing evaluative judgement in higher education

A2 - Boud, David

A2 - Ajjawi, Rola

A2 - Dawson, Phillip

A2 - Tai, Joanna

PB - Routledge

CY - London

ER -

Bennett S, Lockyer L, Kennedy G, Dalgarno B. Understanding self-regulated learning in open-ended online assignment tasks. In Boud D, Ajjawi R, Dawson P, Tai J, editors, Developing evaluative judgement in higher education: Assessment for knowing and producing quality work. 1st ed. London: Routledge. 2018. p. 90-98 https://doi.org/10.4324/9781315109251